Global evidence of effective outcome-driven approaches to the design of basic education interventions by aid agencies, including their responsiveness to need and context.
This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies.
In keeping with the request, the scope of the report focuses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context.
The study concludes with a summary of the major themes for basic education provision emerging from the selection of case studies.
Key findings from this study include:
- The importance of data use to manage the effective design and delivery of programme interventions
- The value of enabling localised and/or decentralised approaches to programming to enhance systemic capacity and identify and address localised contextual challenges
- The relative ineffectiveness of direct interventions to improve learning outcomes unless supported by parallel interventions to improve systemic quality at a local level
- The effectiveness of community and household financing and grants schemes as a means of overcoming basic poverty barriers and improving school enrolment and participation
- The relative value of systemic and community interventions to support school management at school and district level